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Abstract

TEACHERS COGNITIONS ABOUT LISTENING TEACHING IN TURKISH TEACHING AS A FOREIGN LANGUAGETeachers can be accepted as one of the most significant actors in creating learning environments, designing effective programs, arranging teaching context and creating a positive classroom atmosphere. While the teachers prepare the learning environment and teaching context, performs the classroom activities, the teachers' general abilities and specific area proficiencies effect these periods. Teacher cognition is a reflection the classroom environments of the situation consisted of teachers’ lifetime information, their peripheral learning, and personal and professional experiences. A certain standard has not exactly been created to educate the teachers who teach Turkish as a foreign language. The teachers can develop their skills about this specific area thanks to master and doctorate educations and certificate programs. That is why teacher knowledge can differentiate according to their educational background. The purpose of this study is to explore the cognitions about teaching listening of teachers who teach Turkish as a foreign language. The study is based on qualitative research approach. The study group is comprised of 16 teachers who teach Turkish as a foreign language in a private teaching institution and at University of Ankara, TÖMER. The data have been collected through a semi-structured interview form of which its validity and reliability was checked through expert opinion. Descriptive statistics has been used in analyzing the data. Participant answers have been first categorized and were then presented with frequencies. When the answers given to the questions under exploration were examined, it has been seen that while teachers have a common understanding about certain topics, they also have serious opinion differences about other topics.The work is carried out based on qualitative research approach.Study groups of the research is consisted of total 16 teachers who teach Turkish as a foreign language in a private teaching institution an University of Ankara TÖMER.Data of the work has been collected half structured interview form ensured of validity and reliability by offering expert opinion.Descriptive anlysis method has been used in analysing the datas.Participant answers have been categorically scheduled with the frequencies determined.
When the answers given to the questions for the work has been examined, it has been determined that the teachers have a common understanding about some topics and have serious differencesof opinion about some topics.